Browsing by Subject "Genocide and Holocaust Studies"

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    Online History Simulation: Contemporary Genocide Investigative Report Curriculum
    (2018) Arendale, David
    There are numerous genocides occurring throughout the world today. Tragically, all of them follow the same ten-stage pattern as outlined from the Genocide Watch website. They follow a predictable pattern that can be recognized early before the persecution and deaths occur. Learning Goal: Understand the common pattern that genocides follow and use that information to predict when and where intervention is needed by the outside world to stop the process before the persecutions and deaths occur. This activity is focused on mastering the ten stages of genocide and not an in-depth study of the genocide. Method: Apply the ten-stage genocide template developed by Genocide Watch to information learned about a present-day genocide. This application of the ten stages to a real-life situation makes clear the systematic steps that genocides follow. Seven genocides were identified and information resources provided for: Armenia, Bosnia, Cambodia, Darfur Sudan, Rohingya Muslims, Rwanda, and Somalia. Students assume the role as an investigator for the International Criminal Court (ICC), https://www.icc-cpi.int/ The establishment of an international tribunal to judge political leaders accused of international crimes was first proposed during the Paris Peace Conference in 1919 following the First World War by the Commission of Responsibilities. The issue was addressed again at a conference held in Geneva under the auspices of the League of Nations in 1937, which resulted in the conclusion of the first convention stipulating the establishment of a permanent international court to try acts of international terrorism. The United Nations have a separate process for investigating similar crimes. The ICC is an intergovernmental organization and international tribunal that sits in The Hague in the Netherlands. The ICC has the jurisdiction to prosecute individuals for the international crimes of genocide, crimes against humanity, and war crimes. This activity was first conducted during spring 2018. Students had requested opportunity to study other genocides during contemporary times rather than a deeper study of the Holocaust which most have heavily studied in middle or high school. The activity received a median score of 4 (scale range 1, low to 5, high) as a meaningful learning activity. The median score for level of understanding of the ten stages of genocide was 5 (scale range 1, low to 5, high).
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    Online History Simulation: Rwanda U.N. Taskforce Rebuilding a Nation after the Genocide Curriculum
    (2018) Arendale, David
    This history simulation follows a unit on the Rwanda genocide in 1994. Students work as a small group team of the United Nations to begin the process to rebuild the country. Before the work can begin, the team must understand the short- and long-term barriers created by the history forces that fostered the genocide. Understanding these history forces presents alternative history narratives that will impede or support change to occur. With the short time frame for the learning activity, the small group will begin to explore the complexity of beginning the healing process for a nation ravaged by this tragic event. A comprehensive reconstruction plan will be required to begin the process of rebuilding a country and a people. The simulation receives approval by the students. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 30 over the past six years.